Reading dialogue and stage directions in a play

Grade 6 Reading Worksheet

Circle the best answer.

1. Read this first

   A Pause Before the Song (drama)

   [1] [A practice room is quiet except for a soft tap from a drum, while the players gather around their music stands for an afternoon rehearsal.] [2] KIRA: The group keeps starting before the piano reaches the first note. [3] LUZ: I thought everyone could watch my raised hand instead. [4] [Luz lifts one hand while the piano player still looks at the page.] [5] KIRA: That signal arrives before the player can see it clearly. [6] LUZ: What if I hold the signal until the piano player looks up? [7] [Luz lowers one hand and waits while the player turns toward the group.] [8] KIRA: Now the first note and your signal can meet. [9] [Luz raises one hand slowly; the player presses the first key, and the players begin together after the brief pause.] [10] LUZ: Everyone entered together that time. [11] [Kira taps the drum once, then smiles at the player.] [12] KIRA: Keep that small pause before the next practice song.

2. 1.

   Kira reads the scene. How does the direction in line [4] change the spoken moment?

   • It makes the timing problem visible instead of only reported.
   • It points to Luz lifting a hand near the piano.
   • It suggests the piano player is ignoring Luz.
   • It shows the signal is perfectly timed.
3. 2.

   Luz reads the scene. How does the direction in line [7] change the spoken moment?

   • It shows Luz repeating the quick signal.
   • It points to Luz waiting while the piano player turns toward the group.
   • It shows Luz testing a changed timing plan.
   • It suggests the group may need to restart the opening.
4. 3.

   Milo reads the scene. How does the direction in line [9] change the spoken moment?

   • It mentions the piano player pressing the first key.
   • It suggests the drum may be used again after the pause.
   • It shows the group enters at different times.
   • It shows the revised plan working onstage.
5. 4.

   Noah reads the scene. How do the details in [3] and [6] shape the scene?

   • Together they trace a shift from assumption to a testable idea.
   • Together they name Luz’s first signal idea and a later question.
   • Together they suggest Kira may help test the signal timing.
   • Together they show Luz rejects Kira’s suggestion.
6. 5.

   Ren reads the scene. How do the details in [9] and [12] shape the scene?

   • Together they suggest the group will add a pause in the middle of the song.
   • Together they make a successful test into a repeatable practice habit.
   • Together they mention the synchronized start and Kira’s next instruction.
   • Together they show the test failed and should stop.

7. The Exhibit Card (drama)

   [1] [An art exhibit table holds a model bridge and an empty display card.] [2] MILO: We should write that this bridge can hold a heavy book. [3] NOAH: We tested it with one book, but we did not try anything heavier, so the description should match only the recorded test. [4] [Milo reaches for a pen, then leaves the card blank.] [5] MILO: You are right; “heavy” might promise more than we know. [6] NOAH: We can name the book we actually used in the test. [7] [Noah places the test notebook beside the model bridge, opening it to the page that lists the test result.] [8] MILO: The notebook says it held a large picture book for ten minutes. [9] [Milo writes that exact result on the display card.] [10] NOAH: Now visitors can tell what we measured for themselves. [11] [They set the card upright.] [12] MILO: A clear result is better than an exciting guess.

8. 6.

   Milo reads the scene. How does the direction in line [4] change the spoken moment?

   • It shows Milo ignores the test limit.
   • It shows a pause caused by Noah’s challenge.
   • It suggests Milo wants Noah to write the card.
   • It mentions Milo reaching for a pen and leaving the card blank.
9. 7.

   Pia reads the scene. How does the direction in line [9] change the spoken moment?

   • It turns a vague claim into supported exhibit wording.
   • It mentions Milo writing the exact result on the card.
   • It repeats the unsupported claim.
   • It suggests Milo may revise the card before visitors arrive.
10. 8.

    Ren reads the scene. How do the details in [2] and [5] shape the scene?

    • Together they show the speaker correcting an overstatement.
    • Together they show Milo making the bridge sound stronger than the test proved.
    • Together they show Milo growing more certain without evidence.
    • Together they suggest the bridge may need another test.
11. 9.

    Tala reads the scene. How do the details in [3] and [8] shape the scene?

    • Together they suggest Noah tested the bridge with several heavy books.
    • Together they replace measured evidence with a guess.
    • Together they point to Noah’s caution and the recorded test result.
    • Together they connect a spoken objection to recorded evidence.
12. 10.

    Zee reads the scene. How do the details in [9] and [12] shape the scene?

    • Together they show the pair prefers an unsupported claim.
    • Together they suggest visitors will test the bridge themselves.
    • Together they mention the exact card wording and Milo’s final statement.
    • Together they show the pair valuing an accurate result over a dramatic claim.